Challenge Activity- Flipped Classroom

I’m not the biggest advocate for the flipped classroom model at the kindergarten level. I personally don’t believe it’s the best idea, and the school I teach at doesn’t encourage giving the kindergartners more than 15 minutes of homework, which is usually taken up with a reading practice activity.  Because of that, I decided to write a lesson plan for a high school level English class.

I actually used the flipped classroom model for my grammar unit last year when I was teaching 9th grade English and liked it. Once students are in 9th grade, they already know about run-on sentences, so this is already a review unit. I chose Quizlet because my students have used it before and it helped prepare them for vocabulary quizzes.

Below is my lesson plan:

Title: Run-on Sentences

Overview: students review concepts related to run-on sentences in order to correct them and avoid them

 Goals and Objectives:

  • Students will review the following terms: run-on sentence, conjunction, independent clause
  • Students will recognize run-on sentences
  • Students will correctly utilize commas, conjunctions, semicolons, and periods to correct run-on sentences
  • Students will be able to avoid using run-on sentences in their own writing


9.7 The student will self- and peer-edit writing for correct grammar, capitalization, punctuation, spelling, sentence structure, and paragraphing.

  1. c) use appositives, main clauses, and subordinate clauses
  2. d) use commas and semicolons to distinguish and divide main and subordinate clauses


  • iPads
  • past examples of student writing with run-on sentences
  • highlighters
  • notebook paper
  • writing utensils

 Time: Home (this should be approximately 15 minutes), Class (2 days: 40 minute class periods)

Brief description of the activity: Students will complete a Quizlet at home on their school-issued iPads in which concepts concerning run-on sentences are introduced and reviewed. In class, they will find, highlight, then correct run-on sentences in examples of past student writing assignments.

Big Idea Question (Make the essential question Google-Proof):

What is one of the most common mistakes in writing that makes it difficult for others to read it?

Sub Questions:

How can I fix this problem in my own writing?

The Hook (Students remember what they think about − get them thinking about what they already know (recall) about the essential question!):

Effective communication is a very important skill to have in life, and clear, distinct writing is a large part of effective communication in the work place, whatever you do as a career. This is why working on common mistakes now and figuring out how to avoid them is important.

Materials Needed by Students at Home (Internet, worksheet, journal, etc):



writing utensil

Materials Needed in Class:

Examples of student writing with run-on sentences


Notebook paper

The Background Lesson (Use ten to twenty minutes to “teach” information specific to the concept. This adds to the students’ background knowledge − helping them understand the context of the big idea question. Don’t rush through this teaching exercise. Take the time to use socratic questioning to help students answer their own questions. Prep them for their at home time.):

A Prezi will be shared with the class in which there are a number of run-on sentences. Students will be encouraged to share what they think is wrong with them. Once we as a class establish that the sentences are run-on, throw out the question of how we should fix them. Invite several students to share different ways to fix the sentences.

Next read together as a class an example of writing with numerous run-on sentences and discuss the effect this had on the writing as a whole. Ask the students how they felt reading the sample.

After establishing the fact that we want to avoid run-ons as effective writers, review with the students the concepts of: independent clause, conjunction, and semicolon. Give the students several examples (part of the Prezi) of each.

Finally, introduce the activity the students will be completing for homework (Quizlet activity).

What will students do at home (if they view a video what will they do a story map, brainstorming, concept map, write in their journal, etc.)?:

Students will complete a Quizlet in which they review what a run-on sentence is, what an independent clause is, what the conjunctions are, and how to correct a run-on sentence. They will complete a worksheet using the Quizlet as a guide.

What will students do in the class (how will the at home activity be incorporated? share, discuss, brainstorm, write a poem, small groups, large group, scenario, problem, etc.) Allow students to discover, test, and practice):

The next day: Students will be given examples of student writing from the past in which the teacher has found run-on sentences. The students will read them, highlighting the run-on sentences as they find them. Students will then re-write the sentences correctly, using the information they reviewed in the Quizlet the night before. Students will turn in the highlighted writing sample and their re-written sentences to be checked.

The third day: Students will be given a writing prompt, and their responses must be a full page. They will be given particular instruction to apply what they have learned about run-on sentences. Once they are finished, students will exchange papers with a classmate and check their work for run-on sentences.

Formative Assessment:

 As students complete the in-class activity reading the writing samples, highlighting the run-ons, and re-writing them, the teacher should circulate the classroom and observe students as they work, being sure to check in with each student. Once these are handed in, the teacher should look at them before the next day when the second in-class task is assigned. Other formative assessment will take place during class discussion and when students exchange work to check it.


 Once students have handed in their corrections, use some (anonymous) examples of incorrectly written sentences. Write them on the board and then have the class take turns correcting them on the board.

Post class activity(extend your students learning also thinking about how you will connect this lesson to your next lesson):

This lesson will carry over into other writing assignments students are given, as all work turned in will be checked for run-on sentences in addition to other grammar and punctuation, particularly the research paper.


 Students will be evaluated on the corrections they make, their one-page response, and their peer-editing.


After the re-teaching activity, students will be given some statistics about jobs requiring effective communication skills and employers requiring effective writing skills in their employees.

Differentiated Instruction:

Kinesthetic learners will be given the opportunity to actively correct run-on sentences, thus learning the concepts in the context they are used. Visual learners will benefit from seeing examples on the board and in the Quizlet. Auditory learners will benefit from talking with their classmate they exchanged work with about the run-ons and corrections made.





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